Evaluation: I am very interested in reading Mr. Richhart’s book after reading Lange’s post but I have to say that I see some underwhelming examples of how to use the author’s suggestions. I would be curious to know more about Richhart’s thinking about physical spaces and how they create cultures of learning. Certainly displaying student work gives an example of a particular learning culture and it becomes a way to echo and reinforce those cultures. But I would also like to learn how to create those spaces in my library. We have already seen that our group study rooms from individuals or small groups works well in addition to our open group study areas. We also have two classrooms for a “campfire” space. But I think it would be great to be able to learn how to help individuals more.
Kaplan, Tali Balas; Dolloff, Andrea K.; Giffard, Sue; Still-Schiff, Jennifer (2012). Are Dewey’s days numbered? School Library Journal, 58(10), 24-28, Retrieved from
This article explains the process from idea to conception of doing away with Dewey and creating a new system–categories, subcategories, order, call numbers, and labels–that met the needs of the users at Ethical Cultural Fieldston School in New York City. Two of their earliest questions were “Why are we using decimals in a children’s library, when they don’t learn that until fourth-grade math? And why are our picture books arranged by author, when most children are more interested in the content than in who wrote the book?” (p26) They turned to the work of Linda Cooper, a professor at New York’s Queens College Graduate School of Library and Information Science who studied the ways that children categorize topics and themes, and integrated students thoughts into the planning of the new system. They also developed three guiding principles to keep them on track. The new system had to be child-centered, browsable, and flexible. After two years of hard work, they have found that students, teachers, parents, and the rest of the community love the new system, and that they are “better able to collaborate and support the school-wide curriculum.” (28)
It was very validating for me to read this article and discovering that colleagues have had the same questions as I have. For instance, one of my primary challenges has been teaching decimals to students who haven’t learned them yet in their math curriculum! The authors explained the process, challenges, and opportunities thoroughly which would be very useful for others wanting to go through a similar process. They also mentioned the work of Linda Cooper, they also listed the URL for the website they created so others can share their ideas and work. Finally, there’s plenty of anecdotal information to use if needed when discussing these changes with teachers, students, and administrators.